Pronunciation Challenges in Libyan EFL Classrooms: Insights from Teachers, Learners, and Oral Performance

Abstract

Research on second language pronunciation has shifted from near‑native accuracy toward intelligibility as the primary instructional goal. This study investigates pronunciation challenges in Libyan EFL university classrooms by triangulating teacher reports, learner self‑assessments, and oral performance data. Quantitative evidence was gathered through questionnaires administered to 20 instructors and 25 English‑major students, complemented by oral tests with 10 participants. Results revealed systematic difficulties with consonants absent from Arabic (/p/, /v/), silent letters, and consonant clusters, all of which frequently disrupted classroom communication. Teachers reported increased listener effort and slowed interaction, while learners associated these challenges with anxiety, reduced confidence, and avoidance of oral participation. Interpreted through a communicative framework, the findings highlight pronunciation difficulties as both linguistic and affective, underscoring the need for pedagogy that prioritizes intelligibility, integrates pronunciation into communicative tasks, and provides constructive feedback to support learner confidence.